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THE FIRST ACQUIRED LANGUAGE INTERFERENCE IN STUDY OF PHYSICS IN SECONDARY SCHOOLS
CHAPTER ONE
1.1 Background of the study
The study is designed to examine the influence of first acquired language on Students performance in Physics in Junior School Certificate Examination. The study investigated if first acquired language is solely the cause of the students’ woeful performance in Physics in Junior School certificate Examination or if there are other complementing factors.
The subjects for the study were one hundred male and female SSI students drawn from various government schools in western Nigeria. Using simple percentage descriptive statistic, the research questions that were raised analysed. The findings reveal that first acquired language influences the students’ poor performance in Physics in Junior School Certificate examination and that there are other factors contributing tostudents’ poor performance in Physics. These other factors are poor method of teaching, lack of textbooks, language background and lack of professional growth and development of teachers. Measures that could be taken to enhance students’ achievement in every aspect of Physics are suggested also. The respondents’ age ranged between 10.52 and 15.17. The participants were those who have sat for the Junior Secondary School
Certificate examination. They were randomly selected across diverse religious and socio-economic background.
1.2 Statement of the problem
The importance of Physics as a school subject derives mainly from its utilitarian value to the larger Nigerian society. English is
the official language of administration and
commerce. It is major language of science. Above
all, Salami (2002) had emphasized the importance
of the use of Physics in improving
communication among the various ethnic groups
in Nigeria. He further highlighted the need for
improving the quality of spoken and written
Physics among school children.
However, one of the current educational
problems of public interest is that of poor level
of achievement especially in public examinations
(Kolawole 1998, Kolawole and Dele 2002). This
problem of underachievement among school
children has persisted in many subject areas such
as Mathematics, English and Science (Ivowi,
Okebukola, and Oladotun, 1992; Falayajo, 1997).
This poor level of achievement in many subject
areas may be due to poor foundation in English
language at the primary school level. There are
also several research reports, which support the
view that language inefficiency invariably leads
to poor academic performance (Ayodele, 1988;
Falayajo, 1997). No wonder why today, according
to Iroegbu (2006) much emphasis is placed on
the passing of Physics at credit or
distinction level in addition to other subjects to
enable any candidate gain admission into any
Nigerian Higher Institution of learning or be
placed well in a good white collar job.
In recognition of the importance of English
language for enhancing educational attainment
as well as for improving communication ability
of citizens, the government had made the subject
a core subject (FGN, 2004). It is also compulsory
for students to have credit in Physics
before entering the university. This also explains
why many parents go off their way to see that
their children pass at credit level or above in
Physics.
1.3 Research Objectives
1. To understand theeffects of first acquired language interference in the study of Physics
2. The understand the relationship between the first acquired language and the study of Physics
3. To know the solutions to challenges of studying Physics after learning the first acquired language
1.4 Research Questions
1. What are the effects of first acquired language interference in the study of Physics?
2. What are the relationship between the first acquired language and the study of Physics?
3. What are the solutions to challenges of studying Physics after learning the first acquired language?
1.5Research Hypothesis
H0: First acquired language interference have a negative effect in the study of Physics
H1: First acquired language interference does not have a negative effect in the study of Physics
H0: There is a negative relationship between first acquired language interference and the study of Physics
H1: There is a positive relationship between first acquired language interference and the study of Physics
1.6 Limitations of the study
There was limited time and finance during the course of the research
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